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PS/PHYSICS
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
PHYSICS
Wednesday, June 16, 2004 — 1:15 to 4:15 p.m., only
The answer sheet for Part A and Part B–1 is the last page of this examination
booklet. Turn to the last page and fold it along the perforations. Then, slowly and
carefully, tear off the answer sheet and fill in the heading.
The answer booklet for Part B–2 and Part C is stapled in the center of this examination booklet. Open the examination booklet, carefully remove the answer booklet,
and close the examination booklet. Then fill in the heading of your answer booklet.
You are to answer all questions in all parts of this examination according to the
directions provided in the examination booklet. Record your answers to the Part A
and Part B–1 multiple-choice questions on your separate answer sheet. Write your
answers to the Part B–2 and Part C questions in your answer booklet. All work should
be written in pen, except for graphs and drawings, which should be done in pencil.
You may use scrap paper to work out the answers to the questions, but be sure to
record all your answers on the answer sheet and in the answer booklet.
When you have completed the examination, you must sign the statement printed
at the end of your separate answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither
given nor received assistance in answering any of the questions during the examination. Your answer sheet and answer booklet cannot be accepted if you fail to sign this
declaration.
Notice. . .
A scientific or graphing calculator, a centimeter ruler, a protractor, and a copy of the 2002
Edition Reference Tables for Physical Setting/Physics, which you may need to answer some
questions in this examination, must be available for your use while taking this examination.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
PS/PHYSICS
Part A
Answer all questions in this part.
Directions (1–35): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
Note that question 4 has only three choices.
1 Velocity is to speed as displacement is to
(1) acceleration
(3) momentum
(2) time
(4) distance
4 The diagram below represents the path of an
object after it was thrown.
A
2 The diagram below shows a resultant vector, R.
B
R
What happens to the object’s acceleration as it
travels from A to B? [Neglect friction.]
(1) It decreases.
(2) It increases.
(3) It remains the same.
Which diagram best represents a pair of component vectors, A and B, that would combine to
form resultant vector R?
A
5 A 0.2-kilogram red ball is thrown horizontally at
a speed of 4 meters per second from a height of
3 meters. A 0.4-kilogram green ball is thrown
horizontally from the same height at a speed of
8 meters per second. Compared to the time it
takes the red ball to reach the ground, the time
it takes the green ball to reach the ground is
(1) one-half as great
(3) the same
(2) twice as great
(4) four times as great
A
B
B
(3)
(1)
A
B
A
B
(2)
6 The acceleration due to gravity on the surface of
planet X is 19.6 meters per second2. If an object
on the surface of this planet weighs 980. newtons, the mass of the object is
(1) 50.0 kg
(3) 490. N
(2) 100. kg
(4) 908 N
(4)
3 A person is standing on a bathroom scale in an
elevator car. If the scale reads a value greater
than the weight of the person at rest, the elevator car could be moving
(1) downward at constant speed
(2) upward at constant speed
(3) downward at increasing speed
(4) upward at increasing speed
Physics–June ’04
7 A basketball player jumped straight up to grab a
rebound. If she was in the air for 0.80 second,
how high did she jump?
(1) 0.50 m
(3) 1.2 m
(2) 0.78 m
(4) 3.1 m
[2]
13 A 45.0-kilogram boy is riding a 15.0-kilogram
bicycle with a speed of 8.00 meters per second.
What is the combined kinetic energy of the boy
and the bicycle?
(1) 240. J
(3) 1440 J
(2) 480. J
(4) 1920 J
8 The force required to start an object sliding across
a uniform horizontal surface is larger than the
force required to keep the object sliding at a constant velocity. The magnitudes of the required
forces are different in these situations because
the force of kinetic friction
(1) is greater than the force of static friction
(2) is less than the force of static friction
(3) increases as the speed of the object relative
to the surface increases
(4) decreases as the speed of the object relative
to the surface increases
14 A 5-newton force causes a spring to stretch
0.2 meter. What is the potential energy stored in
the stretched spring?
(1) 1 J
(3) 0.2 J
(2) 0.5 J
(4) 0.1 J
9 A 50.-kilogram student threw a 0.40-kilogram
ball with a speed of 20. meters per second. What
was the magnitude of the impulse that the student exerted on the ball?
(1) 8.0 N•s
(3) 4.0 × 102 N•s
(2) 78 N•s
(4) 1.0 × 103 N•s
15 A 40.-kilogram student runs up a staircase to a
floor that is 5.0 meters higher than her starting
point in 7.0 seconds. The student’s power output is
(1) 29 W
(3) 1.4 × 103 W
(2) 280 W
(4) 1.4 × 104 W
16 Which type of field is present near a moving
electric charge?
(1) an electric field, only
(2) a magnetic field, only
(3) both an electric field and a magnetic field
(4) neither an electric field nor a magnetic field
10 A man is pushing a baby stroller. Compared to
the magnitude of the force exerted on the
stroller by the man, the magnitude of the force
exerted on the man by the stroller is
(1) zero
(2) smaller, but greater than zero
(3) larger
(4) the same
17 A negatively charged plastic comb is brought
close to, but does not touch, a small piece of
paper. If the comb and the paper are attracted to
each other, the charge on the paper
(1) may be negative or neutral
(2) may be positive or neutral
(3) must be negative
(4) must be positive
11 The work done in moving a block across a rough
surface and the heat energy gained by the block
can both be measured in
(1) watts
(3) newtons
(2) degrees
(4) joules
Note that question 12 has only three choices.
18 If a 1.5-volt cell is to be completely recharged,
each electron must be supplied with a minimum
energy of
(1) 1.5 eV
(3) 9.5 × 1018 eV
(2) 1.5 J
(4) 9.5 × 1018 J
12 Two weightlifters, one 1.5 meters tall and one
2.0 meters tall, raise identical 50.-kilogram
masses above their heads. Compared to the
work done by the weightlifter who is 1.5 meters
tall, the work done by the weightlifter who is
2.0 meters tall is
(1) less
(2) greater
(3) the same
Physics–June ’04
19 The current traveling from the cathode to the
screen in a television picture tube is
5.0 × 10–5 ampere. How many electrons strike
the screen in 5.0 seconds?
(3) 1.6 × 1015
(1) 3.1 × 1024
(2) 6.3 × 1018
(4) 1.0 × 105
[3]
[OVER]
20 A moving electron is deflected by two oppositely charged parallel plates, as shown in the diagram below.
C
A
Electron
B
D
The electric field between the plates is directed from
(1) A to B
(3) C to D
(2) B to A
(4) D to C
21 The diagram below shows two identical metal spheres, A and B, separated by distance d. Each sphere has
mass m and possesses charge q.
d
+q
m
+q
m
A
B
Which diagram best represents the electrostatic force Fe and the gravitational force Fg
acting on sphere B due to sphere A?
Fg
Fg
B
Fe
(1)
Fg
B
Fg
B
Fe
B
Fe
(2)
Fe
(3)
(4)
22 The table below lists various characteristics of two metallic wires, A and B.
Wire
Material
Temperature
(°C)
Length
(m)
CrossSectional Area
(m2)
Resistance
(Ω)
A
silver
20.
0.10
0.010
R
B
silver
20.
0.20
0.020
???
If wire A has resistance R, then wire B has resistance
(1) R
(3) R
2
(2) 2R
(4) 4R
Physics–June ’04
[4]
28 As a sound wave passes from water, where the
speed is 1.49 × 103 meters per second, into air,
the wave’s speed
(1) decreases and its frequency remains the
same
(2) increases and its frequency remains the same
(3) remains the same and its frequency decreases
(4) remains the same and its frequency increases
23 The diagram below represents an electric circuit
consisting of a 12-volt battery, a 3.0-ohm resistor,
R1, and a variable resistor, R2.
3.0 Ω
R1
12 V
R2
29 Which phenomenon occurs when an object
absorbs wave energy that matches the object’s
natural frequency?
(1) reflection
(3) resonance
(2) diffraction
(4) interference
At what value must the variable resistor be set to
produce a current of 1.0 ampere through R1?
(1) 6.0 Ω
(3) 3.0 Ω
(2) 9.0 Ω
(4) 12 Ω
30 A ray of monochromatic light (f = 5.09 × 1014 hertz)
in air is incident at an angle of 30.° on a boundary with corn oil. What is the angle of refraction,
to the nearest degree, for this light ray in the
corn oil?
(1) 6°
(3) 30.°
(2) 20.°
(4) 47°
24 The energy of a photon is inversely proportional
to its
(1) wavelength
(3) frequency
(2) speed
(4) phase
25 The energy equivalent of the rest mass of an
electron is approximately
(3) 2.7 × 10–22 J
(1) 5.1 × 105 J
–14
(2) 8.2 × 10 J
(4) 8.5 × 10–28 J
31 A wave is diffracted as it passes through an opening in a barrier. The amount of diffraction that
the wave undergoes depends on both the
(1) amplitude and frequency of the incident
wave
(2) wavelength and speed of the incident wave
(3) wavelength of the incident wave and the size
of the opening
(4) amplitude of the incident wave and the size
of the opening
26 A single vibratory disturbance moving through a
medium is called
(1) a node
(3) a standing wave
(2) an antinode
(4) a pulse
27 An electric bell connected to a battery is sealed
inside a large jar. What happens as the air is
removed from the jar?
(1) The electric circuit stops working because
electromagnetic radiation can not travel
through a vacuum.
(2) The bell’s pitch decreases because the frequency of the sound waves is lower in a vacuum than in air.
(3) The bell’s loudness increases because of
decreased air resistance.
(4) The bell’s loudness decreases because sound
waves can not travel through a vacuum.
Physics–June ’04
32 A source of waves and an observer are moving
relative to each other. The observer will detect a
steadily increasing frequency if
(1) he moves toward the source at a constant
speed
(2) the source moves away from him at a constant speed
(3) he accelerates toward the source
(4) the source accelerates away from him
[5]
[OVER]
33 Which wave diagram has both wavelength (λ) and amplitude (A) labeled correctly?
A
A
(1)
(3)
A
A
(2)
(4)
34 A laser beam is directed at the surface of a smooth, calm pond as represented in the diagram below.
Normal
La
Bird
se
r
Air
Smooth, calm pond
Crab
Fish
Seaweed
Which organisms could be illuminated by the laser light?
(1) the bird and the fish
(3) the crab and the seaweed
(2) the bird and the seaweed
(4) the crab and the fish
35 The diagram below represents two waves of equal amplitude and frequency approaching point P as they
move through the same medium.
P
As the two waves pass through each other, the medium at point P will
(1) vibrate up and down
(3) vibrate into and out of the page
(2) vibrate left and right
(4) remain stationary
Physics–June ’04
[6]
Part B–1
Answer all questions in this part.
Directions (36–46): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question.
Acceleration
Acceleration
Acceleration
Acceleration
36 A constant unbalanced force is applied to an object for a period of time. Which graph best represents the
acceleration of the object as a function of elapsed time?
Time
Time
Time
Time
(1)
(2)
(3)
(4)
37 The graph below represents the kinetic energy, gravitational potential energy, and total mechanical energy
of a moving block.
Energy vs. Distance Moved
Energy
Key
Kinetic energy
Gravitational potential energy
Total mechanical energy
Distance moved
Which best describes the motion of the block?
(1) accelerating on a flat horizontal surface
(3) falling freely
(2) sliding up a frictionless incline
(4) being lifted at constant velocity
Physics–June ’04
[7]
[OVER]
Base your answers to questions 42 through 44 on
the information and diagram below.
38 The diameter of a United States penny is closest
to
(3) 10–2 m
(1) 100 m
–1
(2) 10 m
(4) 10–3 m
A 20.-ohm resistor and a 30.-ohm resistor are
connected in parallel to a 12-volt battery as
shown. An ammeter is connected as shown.
Base your answers to questions 39 and 40 on the
data table below. The data table lists the energy and
corresponding frequency of five photons.
A
12 V
Photon
Energy (J)
Frequency (Hz)
A
6.63 × 10–15
1.00 × 1019
B
1.99 × 10–17
3.00 × 1016
C
3.49 × 10–19
5.26 × 1014
D
1.33 × 10–20
2.00 × 1013
E
6.63 × 10–26
1.00 × 108
30. Ω
42 What is the equivalent resistance of the circuit?
(1) 10. Ω
(3) 25 Ω
(2) 12 Ω
(4) 50. Ω
43 What is the current reading of the ammeter?
(1) 1.0 A
(3) 0.40 A
(2) 0.60 A
(4) 0.20 A
39 In which part of the electromagnetic spectrum
would photon D be found?
(1) infrared
(3) ultraviolet
(2) visible
(4) x ray
44 What is the power of the 30.-ohm resistor?
(1) 4.8 W
(3) 30. W
(2) 12 W
(4) 75 W
40 The graph below represents the relationship
between the energy and the frequency of photons.
Energy(J)
Energy vs. Frequency
Frequency (Hz)
The slope of the graph would be
(1) 6.63 × 10–34 J•s
(2) 6.67 × 10–11 N•m2/kg2
(3) 1.60 × 10–19 J
(4) 1.60 × 10–19 C
41 Which combination of quarks could produce a
neutral baryon?
(1) cdt
(3) cdb
(2) cts
(4) cdu
Physics–June ’04
20. Ω
[8]
45 Which graph best represents the relationship between the magnitude of the electric field strength, E,
around a point charge and the distance, r, from the point charge?
E
E
r
r
r
(2)
(3)
(4)
r
(1)
E
E
46 Several pieces of copper wire, all having the same length but different diameters, are kept at room temperature. Which graph best represents the resistance, R, of the wires as a function of their cross-sectional
areas, A?
R
R
A
A
(1)
Physics–June ’04
R
R
A
A
(2)
(3)
[9]
(4)
[OVER]
Part B–2
Answer all questions in this part.
Directions (47–59): Record your answers in the spaces provided in your answer booklet.
Base your answers to questions 53 through 55 on
the information and graph below.
The combined mass of a race car and its
driver is 600. kilograms. Traveling at constant
speed, the car completes one lap around a circular track of radius 160 meters in 36 seconds.
A student conducted an experiment to determine the resistance of a lightbulb. As she applied
various potential differences to the bulb, she
recorded the voltages and corresponding currents and constructed the graph below.
47 Calculate the speed of the car. [Show all work,
including the equation and substitution with
units.] [2]
Current vs. Potential Difference
Current (amperes)
Base your answers to questions 47 through 49 on
the information below.
48 On the diagram on your answer sheet, draw an
arrow to represent the direction of the net force
acting on the car when it is in position A. [1]
49 Calculate the magnitude of the centripetal
acceleration of the car. [Show all work, including
the equation and substitution with units.] [2]
Potential difference (volts)
53 The student concluded that the resistance of the
lightbulb was not constant. What evidence from
the graph supports the student’s conclusion? [1]
Base your answers to questions 50 and 51 on the
information below.
Note that question 54 has only three choices.
An 8.00-kilogram ball is fired horizontally
from a 1.00 × 103-kilogram cannon initially at
rest. After having been fired, the momentum of
the ball is 2.40 × 103 kilogram•meters per second
east. [Neglect friction.]
54 According to the graph, as the potential difference increased, the resistance of the lightbulb
(1) decreased
(2) increased
(3) changed, but there is not enough information to know which way
50 Calculate the magnitude of the cannon’s velocity
after the ball is fired. [Show all work, including
the equation and substitution with units.] [2]
55 While performing the experiment the student
noticed that the lightbulb began to glow and
became brighter as she increased the voltage. Of
the factors affecting resistance, which factor
caused the greatest change in the resistance of
the bulb during her experiment? [1]
51 Identify the direction of the cannon’s velocity
after the ball is fired. [1]
52 During a 5.0-second interval, an object’s velocity
changes from 25 meters per second east to
15 meters per second east. Determine the magnitude and direction of the object’s acceleration. [2]
Physics–June ’04
[10]
58 A beam of light travels through medium X with
a speed of 1.80 × 108 meters per second.
Calculate the absolute index of refraction of
medium X. [Show all work, including the equation and substitution with units.] [2]
Base your answers to questions 56 and 57 on the
information below.
A student plucks a guitar string and the vibrations produce a sound wave with a frequency of
650 hertz.
56 The sound wave produced can best be described
as a
(1) transverse wave of constant amplitude
(2) longitudinal wave of constant frequency
(3) mechanical wave of varying frequency
(4) electromagnetic wave of varying wavelengths
59 A projectile has an initial horizontal velocity of
15 meters per second and an initial vertical velocity of 25 meters per second. Determine the projectile’s horizontal displacement if the total time
of flight is 5.0 seconds. [Neglect friction.] [1]
57 Calculate the wavelength of the sound wave in
air at STP. [Show all work, including the equation and substitution with units.] [2]
Physics–June ’04
[11]
[OVER]
Part C
Answer all questions in this part.
Directions (60–73): Record your answers in the spaces provided in your answer booklet.
Base your answers to questions 60 through 62 on
the information and data table below.
Base your answers to questions 65 through 68 on
the information below.
In an experiment, a student applied various
forces to a spring and measured the spring’s corresponding elongation. The table below shows
his data.
The driver of a car made an emergency stop
on a straight horizontal road. The wheels locked
and the car skidded to a stop. The marks made
by the rubber tires on the dry asphalt are 16
meters long, and the car’s mass is 1200 kilograms.
Force
(newtons)
Elongation
(meters)
0
0
1.0
0.30
3.0
0.67
4.0
1.00
5.0
1.30
6.0
1.50
65 Determine the weight of the car.
66 Calculate the magnitude of the frictional force
the road applied to the car in stopping it. [Show
all work, including the equation and substitution
with units.] [2]
67 Calculate the work done by the frictional force
in stopping the car. [Show all work, including the
equation and substitution with units.] [2]
60 On the grid provided in your answer booklet, plot
the data points for force versus elongation. [1]
61 Draw the best-fit line.
[1]
68 Assuming that energy is conserved, calculate the
speed of the car before the brakes were applied.
[Show all work, including the equation and substitution with units.] [2]
62 Using your graph, calculate the spring constant
of the spring. [Show all work, including the
equation and substitution with units.] [2]
Base your answers to questions 63 and 64 on the
information below.
A physics class is to design an experiment to
determine the acceleration of a student on inline skates coasting straight down a gentle
incline. The incline has a constant slope. The
students have tape measures, traffic cones, and
stopwatches.
63 Describe a procedure to obtain the measurements necessary for this experiment. [2]
64 Indicate which equation(s) they should use to
determine the student’s acceleration. [1]
Physics–June ’04
[1]
[12]
Base your answers to questions 69 and 70 on the
information and graph below.
Base your answers to questions 71 through 73 on
the information below.
Sunlight is composed of various intensities
of all frequencies of visible light. The graph represents the relationship between light intensity
and frequency.
The alpha line in the Balmer series of the
hydrogen spectrum consists of light having a
wavelength of 6.56 × 10–7 meter.
Intensity
71 Calculate the frequency of this light. [Show all
work, including the equation and substitution
with units.] [2]
72 Determine the energy in joules of a photon of
this light. [1]
Visible Light
73 Determine the energy in electronvolts of a photon of this light. [1]
Frequency
69 Based on the graph, which color of visible light
has the lowest intensity? [1]
70 It has been suggested that fire trucks be painted
yellow green instead of red. Using information
from the graph, explain the advantage of using
yellow-green paint. [1]
Physics–June ’04
[13]
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
Tear Here
PHYSICS
Wednesday, June 16, 2004 — 1:15 to 4:15 p.m., only
ANSWER SHEET
■ Male ■ Female Grade . . . . . . . . . . . .
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sex:
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Record your answers to Part A and Part B–1 on this answer sheet.
Part B–1
Part A
1 ............
13 . . . . . . . . . . . .
25 . . . . . . . . . . .
36 . . . . . . . . . . . .
42 . . . . . . . . . . . .
2 ............
14 . . . . . . . . . . . .
26 . . . . . . . . . . .
37 . . . . . . . . . . . .
43 . . . . . . . . . . . .
3 ............
15 . . . . . . . . . . . .
27 . . . . . . . . . . .
38 . . . . . . . . . . . .
44 . . . . . . . . . . . .
4 ............
16 . . . . . . . . . . . .
28 . . . . . . . . . . .
39 . . . . . . . . . . . .
45 . . . . . . . . . . . .
5 ............
17 . . . . . . . . . . . .
29 . . . . . . . . . . .
40 . . . . . . . . . . . .
46 . . . . . . . . . . . .
6 ............
18 . . . . . . . . . . . .
30 . . . . . . . . . . .
41 . . . . . . . . . . . .
Part B–1 Score
7 ............
19 . . . . . . . . . . . .
31 . . . . . . . . . . .
8 ............
20 . . . . . . . . . . . .
32 . . . . . . . . . . .
9 ............
21 . . . . . . . . . . . .
33 . . . . . . . . . . .
10 . . . . . . . . . . . .
22 . . . . . . . . . . . .
34 . . . . . . . . . . .
11 . . . . . . . . . . . .
23 . . . . . . . . . . . .
35 . . . . . . . . . . .
12 . . . . . . . . . . . .
24 . . . . . . . . . . . .
Part A Score
Write your answers to Part B–2 and Part C in your answer booklet.
Tear Here
The declaration below should be signed when you have completed the examination.
I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to
the examination and that I have neither given nor received assistance in answering any of the questions during the examination.
Signature
Maximum
Score
The University of the State of New York
Part
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
PHYSICS
Wednesday, June 16, 2004 — 1:15 to 4:15 p.m., only
ANSWER BOOKLET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
■ Male
Sex: ■ Female
Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A
35
B–1
11
B–2
19
C
20
Student’s
Score
Total Written Test Score
(Maximum Raw Score: 85)
Final Score
(From Conversion Chart)
Grade . . . . . . . . .
Raters’ Initials:
Answer all questions in Part B–2 and Part C. Record your answers in this
booklet.
Rater 1 . . . . . . . . . . Rater 2 . . . . . . . . . .
Part B–2
47
48
A
[a]
[OVER]
49
50
51
______________________________________
52
_______________ m/s2 ________________
53
____________________________________________________________________________________________
54
_______________
55
_____________________________________________
56
_______________
57
[b]
58
59
______________ m
Part C
60–61
Force vs. Elongation
10.
Force (N)
8
6
4
2
0
0
0.5
1.0
Elongation (m)
1.5
62
63
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
[c]
64
65
68
_____________ N
66
69
__________________________________
70 _____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
71
67
72 ______________ J
73 ______________ eV
[d]
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–P
PHYSICAL SETTING/PHYSICS
Wednesday, June 16, 2004 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Part A and Part B–1
Allow 1 credit for each correct response
Part A
Part B–1
1
4
13
4
25
2
36
4
42
2
2
1
14
2
26
4
37
3
43
2
3
4
15
2
27
4
38
3
44
1
4
3
16
3
28
1
39
1
45
4
5
3
17
2
29
3
40
1
46
4
6
1
18
1
30
2
41
3
7
2
19
3
31
3
8
2
20
3
32
3
9
1
21
2
33
3
10
4
22
1
34
1
11
4
23
2
35
4
12
2
24
1
Updated information regarding the rating of this examination may be posted on the New York State
Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/ and
select the link “Latest Information” for any recently posted information regarding this examination. This site
should be checked before the rating process for this examination begins and at least one more time before the
final scores for the examination are recorded.
PHYSICAL SETTING/PHYSICS – continued
Directions to the Teacher
Follow the procedures below for scoring student answer papers for the Physical
Setting/Physics examination. Additional information about scoring is provided in the publication
Information for Administering and Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the
student’s work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a checkmark
each incorrect or omitted answer. In the box provided at the end of each part, record the number
of questions the student answered correctly for that part.
Students’ responses must be scored strictly according to the Scoring Key and Rating Guide.
For open-ended questions, credit may be allowed for responses other than those given in the
rating guide if the response is a scientifically accurate answer to the question and demonstrates
adequate knowledge as indicated by the examples in the rating guide.
Fractional credit is not allowed. Only whole-number credit may be given to a response. Units
need not be given when the wording of the questions allows such omissions.
Raters should enter the scores earned for Part A, Part B–1, Part B–2, and Part C on the
appropriate lines in the box printed on the answer booklet, and then should add these four scores
and enter the total in the box labeled “Total Written Test Score.” Then, the student’s raw score
on the written test should be converted to a scaled score by using the conversion chart that will
be posted on the Department’s web site: http://www.emsc.nysed.gov/osa/ on Wednesday,
June 16, 2004. The student’s scaled score should be entered in the labeled box on the student’s
answer booklet. The scaled score is the student’s final examination score.
All student answer papers that receive a scaled score of 60 through 64 must be scored a
second time. For the second scoring, a different committee of teachers may score the student’s
paper or the original committee may score the paper, except that no teacher may score the same
open-ended questions that he/she scored in the first rating of the paper. The school principal is
responsible for assuring that the student’s final examination score is based on a fair, accurate, and
reliable scoring of the student’s answer paper.
Because scaled scores corresponding to raw scores in the conversion chart may change from
one examination to another, it is crucial that for each administration, the conversion chart
provided for that administration be used to determine the student’s final score.
[3]
PHYSICAL SETTING/PHYSICS – continued
Please refer to the Department publication Regents Examination in Physical Setting/Physics:
Rating Guide for Parts B–2 and C. This publication can be found on the NYS Education Department
web site at http://www.emsc.nysed.gov/osa/scire/phyratg02.pdf. Teachers should become familiar
with this guide before rating students’ papers.
Scoring Criteria for Calculations
For each question requiring the student to show all calculations, including the equation and
substitution with units, apply the following scoring criteria:
• Allow 1 credit for the equation and substitution of values with units. If the equation
and/or substitution with units is not shown, do not allow this credit.
• Allow 1 credit for the correct answer (number and unit). If the number is given without
the unit, do not allow this credit.
• Penalize a student only once per equation for omitting units.
• Allow full credit even if the answer is not expressed with the correct number of significant
figures.
Part B–2
47 Allow a maximum of 2 credits for calculating the speed of the car. Refer to Scoring Criteria
for Calculations in this scoring key.
Example of an Acceptable Response
d
t
2πr
v=
t
2π (160 m )
v=
36 s
v=
v = 28 m/s or 27.9 m/s
[4]
PHYSICAL SETTING/PHYSICS – continued
48 Allow 1 credit for drawing an arrow directed toward the center of the circle.
Example of an Acceptable Response
A
49 Allow a maximum of 2 credits for calculating the magnitude of the acceleration of the car.
Refer to Scoring Criteria for Calculations in this scoring key.
Example of an Acceptable Response
ac =
ac
v2
r
( 28 m/s )
=
2
160 m
ac = 4.9 m/s 2
Allow credit for an answer that is consistent with the student’s response to question 47.
50 Allow a maximum of 2 credits for calculating the magnitude of the cannon’s velocity. Refer to
Scoring Criteria for Calculations in this scoring key.
Example of an Acceptable Response
p = mv
p
v=
m
2.40 × 103 kg i m/s
v=
1.00 × 103 kg
v = 2.40 m/s
[5]
PHYSICAL SETTING/PHYSICS – continued
51 Allow 1 credit for identifying the direction of the cannon’s velocity. Acceptable responses
include, but are not limited to:
— west
— opposite
— backward
52 Allow a maximum of 2 credits, 1 credit for the magnitude and 1 credit for the direction.
Examples of 2-Credit Responses
2
2.0 m/s west
2
–2.0 m/s east
Examples of 1-Credit Responses
2
2.0 m/s east
2
–2.0 m/s west
53 Allow 1 credit for indicating that the slope is not constant. Acceptable responses include, but
are not limited to:
— The slope changes.
— The line (or graph) curves.
— The graph is not a straight line.
Note: Do not allow credit for “slope” only.
54 Allow 1 credit for 2.
55 Allow 1 credit for indicating that the temperature changed, or the resistivity changed.
Acceptable responses include, but are not limited to:
—
—
—
—
As the voltage increased, the temperature increased, causing a higher resistance.
The bulb got hotter.
the temperature of the bulb
resistivity
56 Allow 1 credit for 2.
[6]
PHYSICAL SETTING/PHYSICS – continued
57 Allow a maximum of 2 credits for calculating the wavelength of the sound wave. Refer to
Scoring Criteria for Calculations in this scoring key.
Example of an Acceptable Response
v = fλ
v
f
331 m/s
λ=
650 Hz
λ=
λ = 0.51 m or 0.509 m
58 Allow a maximum of 2 credits for calculating the absolute index of refraction of medium X.
Refer to Scoring Criteria for Calculations in this scoring key.
Example of an Acceptable Response
c
v
3.00 × 108 m/s
n=
1.80 × 108 m/s
n=
n = 1.67 or 1.7
59 Allow 1 credit for 75 m.
[7]
PHYSICAL SETTING/PHYSICS – continued
Part C
60 Allow 1 credit for correctly plotting all points ±0.3 grid space.
61 Allow 1 credit for drawing the best-fit line.
60–61 Example of a 2-Credit Graph
Force vs. Elongation
10
Force (N)
8
6
4
2
0
0
.5
1.0
Elongation (m)
1.5
62 Allow a maximum of 2 credits for calculating the spring constant of the spring. Refer to
Scoring Criteria for Calculations in this scoring key.
Example of an Acceptable Response
k = slope
∆F
k=
∆x
4.0 Ν − 2.0 Ν
k=
1.0 m − 0.5 m
k = 4.0 N m
Allow credit for an answer that is consistent with the student’s response to questions 60 and 61.
Note: The slope may be determined by direct substitution of data points only if the data values
are on the best-fit line, or if the student failed to draw a best-fit line.
[8]
PHYSICAL SETTING/PHYSICS – continued
63 Allow a maximum of 2 credits for describing a procedure to obtain the necessary
measurements, allocated as follows:
Allow 1 credit for setting up a measured distance.
and
Allow 1 credit for measuring the time to travel that distance.
64 Allow 1 credit for an equation or equations that could be used to correctly determine the
student’s acceleration.
Examples of Acceptable Responses
d = vi t +
1 2
at
2
or
a=
2d
t2
65 Allow 1 credit for 12,000 N or 11,800 N.
66 Allow a maximum of 2 credits for calculating the frictional force the road applied to the car in
stopping it. Refer to Scoring Criteria for Calculations in this scoring key.
Example of an Acceptable Response
Ff = µFN
Ff = (0.67)(12, 000 N)
Ff = 8, 000 N or 8, 040 N
Allow credit for an answer that is consistent with the student’s response to question 65.
[9]
PHYSICAL SETTING/PHYSICS – continued
67 Allow a maximum of 2 credits for calculating the work done by the frictional force in stopping
the car. Refer to Scoring Criteria for Calculations in this scoring key.
Example of an Acceptable Response
W = Fd
W = ( 8, 000 N ) (16 m)
W = 1.3 × 105 J
or
128,000 J
Allow credit for an answer that is consistent with the student’s response to question 66.
68 Allow a maximum of 2 credits for calculating the speed of the car before the brakes were
applied. Refer to Scoring Criteria for Calculations in this scoring key.
Examples of Acceptable Responses
W = KE =
v=
v=
Fnet
m
a = 6.7 m/s 2
a=
1
mv 2
2
2 KE
m
2 (1.3 × 105 J )
or
v 2f = vi2 + 2ad
1.2 × 103 kg
v = 15 m/s
vi = v 2f − 2ad
vi = 0 − 2 ( −6.7 m/s 2 ) (16 m )
vi = 14.6 m/s
Allow credit for an answer that is consistent with the student’s responses to questions 66 and/or
67.
69 Allow 1 credit for indicating the color with the lowest intensity.
Examples of Acceptable Responses
violet
the one with the greatest frequency
[10]
PHYSICAL SETTING/PHYSICS – concluded
70 Allow 1 credit for using information from the graph to explain the advantage of using yellowgreen paint.
Examples of Acceptable Responses
Yellow green has a higher intensity.
Yellow green is brighter than red.
71 Allow a maximum of 2 credits for calculating the frequency of this light. Refer to Scoring
Criteria for Calculations in this scoring key.
Example of an Acceptable Response
v= fλ
v
λ
3.00 × 108 m/s
f =
6.56 × 10−7 m
f =
f = 4.57 × 1014 Hz
or
72 Allow 1 credit for 3.03 × 10
question 71.
–19
4.6 × 1014 Hz
J or an answer that is consistent with the student’s response to
73 Allow 1 credit for 1.89 eV or an answer that is consistent with the student’s response to
question 72.
[11]
Regents Examination in Physical Setting/Physics
June 2004
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the June 2004 Regents
Examination in Physical Setting/Physics will be posted on the Department’s web site
http://www.emsc.nysed.gov/osa/ on Wednesday, June 16, 2004. Conversion charts
provided
for
previous
administrations
of
the
Regents
Examination
in
Physical Setting/Physics must NOT be used to determine students’ final scores for this
administration.
[12]
Map to Core Curriculum
June 2004 Physical Setting/Physics
Question Numbers
Key Ideas
Part A
Part B
Part C
47,49,50,52,57,58,
60,61,65,66,67,
59
68,71,72,73
Standard 1
Math Key Idea 1
Math Key Idea 2
Math Key Idea 3
40
Sci. Inq. Key Idea 1
Sci. Inq. Key Idea 2
63
Sci. Inq. Key Idea 3
36,39,45
64,69,70
Eng. Des. Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
51
Key Idea 3
38
Key Idea 4
Key Idea 5
37
Key Idea 6
Standard 7
Key Idea 1
Key Idea 2
Standard 4 Process Skills
42,43,44,46,53,54,
4.1
55
4.3
56
5.1
48
5.3
41
62
Standard 4
4.1
4.3
11,12,13,14,15,16,18,19,
37,42,43,44,46,53,
22,23
54,55
26,27,28,29,30,31,32,33,
34,35
5.1
1,2,3,4,5,6,7,8,9,10,20,21
5.3
17,24,25
39,56,57,58,
36,45,47,48,49,50,
51,52,59
40,41
[13]
69,70,71
60,61,62,63,64
72,73
Regents Examination in Physical Setting / Physics
June 2004
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
Raw
Score
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
Scale
Score
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
Raw
Score
63
62
61
60
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
Scale
Score
78
77
76
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
Raw
Score
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
Scale
Score
57
56
55
54
53
52
50
49
48
47
46
45
43
42
41
40
38
37
36
35
33
32
Raw
Score
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Scale
Score
31
29
28
26
25
23
22
20
19
17
16
14
12
11
9
7
5
4
2
0
To determine the student’s final examination score, find the student’s total test raw score in the
column labeled “Raw Score” and then locate the scaled score that corresponds to that raw score. The
scaled score is the student’s final examination score. Enter this score in the space labeled “Final
Score” on the student’s answer sheet.
All student answer papers that receive a scaled score of 60 through 64 must be scored a
second time. For the second scoring, a different committee of teachers may score the student’s
paper or the original committee may score the paper, except that no teacher may score the same
open-ended questions that he/she scored in the first rating of the paper. The school principal is
responsible for assuring that the student’s final examination score is based on a fair, accurate and
reliable scoring of the student’s answer paper.
Because scaled scores corresponding to raw scores in the conversion chart may change from
one examination to another, it is crucial that for each administration, the conversion chart provided for
that administration be used to determine the student’s final score. The chart above is usable only for
this administration of the physical setting / physics examination.